Download Quarter 1 Earth Science

Quarter 1:
Earth Science
Chapter 1:
Introduction to
Earth Science
Chapter 3: Rocks
Chapter 5:
Weathering, Soil,
and Mass
Movements
Chapter 7: Glaciers,
Deserts, and Wind
Standards
Earth’s Place in the Universe
1.b. Students know the evidence from Earth and moon rocks
indicates that the solar system was formed from a nebular
cloud of dust and gas approximately 4.6 billion years ago.
Investigation and Experimentation
1.f. Distinguish between hypothesis and theory as scientific
terms.
Dynamic Earth Processes
3.c. Students know how to explain the properties of rocks based
on the physical and chemical conditions in which they formed,
including plate tectonic processes.
Biogeochemical Cycles
7. Each element on Earth moves among reservoirs, which exist
in the solid earth, in oceans, in the atmosphere, and within and
among organisms as part of biogeochemical cycles. As a basis
for understanding this concept:
a. Students know the carbon cycle of photosynthesis and
respiration and the nitrogen cycle.
b. Students know the global carbon cycle: the different physical
and chemical forms of carbon in the atmosphere, oceans,
biomass, fossil fuels, and the movement of carbon among these
reservoirs.
c. Students know the movement of matter among reservoirs is
driven by Earth’s internal and external sources of energy.
d. Students know the relative residence times and flow
characteristics of carbon in and out of its different reservoirs.
Biogeochemical Cycles
7.a. Students know the carbon cycle of photosynthesis and
respiration and the nitrogen cycle.
California Geology
9.b. Students know the principal natural hazards in different
California regions and the geologic basis of those hazards.
Investigation and Experimentation
i. Analyze the locations, sequences, or time intervals that are
characteristic of natural phenomena (e.g., relative ages of
rocks, locations of planets over time, and succession of species
in an ecosystem).
Quarter 2:
Earth Science
Chapter 8:
Earthquakes and
Earth’s Interior
Chapter 9: Plate
Tectonics
Chapter 10:
Volcanoes and
Other Igneous
Activity
Chapter 11:
Mountain Building
Standards
Dynamic Earth Processes
3.d. Students know why and how earthquakes occur and the
scales used to measure their intensity and magnitude.
Dynamic Earth Processes
3.a. Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide evidence of
plate tectonics.
3.b. Students know the principal structures that form at the
three different kinds of plate boundaries.
3.d. Students know why and how earthquakes occur and the
scales used to measure their intensity and magnitude.
3.f. Students know the explanation for the location and
properties of volcanoes that are due to hot spots and the
explanation for those that are due to subduction.
Dynamic Earth Processes
3.e. Students know there are two kinds of volcanoes: one kind
with violent eruptions producing steep slopes and the other
kind with voluminous lava flows producing gentle slopes.
3.f. Students know the explanation for the location and
properties of volcanoes that are due to hot spots and the
explanation for those that are due to subduction.
Dynamic Earth Processes
3.b. Students know the principal structures that form at the
three different kinds of plate boundaries.
3.c. Students know how to explain the properties of rocks based
on the physical and chemical conditions in which they formed,
including plate tectonic processes.
California Geology
9.b. Students know the principal natural hazards in different
California regions and the geologic basis of those hazards.
Quarter 3:
Earth Science
Chapter 13A:
California’s
Resources and
Natural Hazards
Chapter 14: Ocean
Floor
Chapter 15: Ocean
Water and Ocean
Life
Chapter 16: The
Dynamic Ocean
Standards
California Geology
9.The geology of California underlies the state’s wealth of
natural resources as well as its natural hazards. As a basis for
understanding this concept:
a. Students know the resources of major economic importance
in California and their relation to California’s geology.
b. Students know the principal natural hazards in different
California regions and the geologic basis of those hazards.
c. Students know the importance of water to society, the origins
of California’s fresh water, and the relationship between
supply and need.
d. Students know how to analyze published geologic hazard
maps of California and know how to use the map’s information
to identify evidence of geologic events of the past and predict
geologic changes in the future.
Dynamic Earth Processes
3.a. Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide evidence of
plate tectonics.
Energy in the Earth System
5.d. Students know properties of ocean water, such as
temperature and salinity, can be used to explain the layered
structure of the oceans, the generation of horizontal and
vertical ocean currents, and the geographic distribution of
marine organisms.
Energy in the Earth System
5.a. Students know how differential heating of Earth results in
circulation patterns in the atmosphere and oceans that globally
distribute the heat.
5.b. Students know the relationship between the rotation of
Earth and the circular motions of ocean currents and air in
pressure centers.
5.d. Students know properties of ocean water, such as
temperature and salinity, can be used to explain the layered
structure of the oceans, the generation of horizontal and
vertical ocean currents, and the geographic distribution of
marine organisms.
6.b. Students know the effects on climate of latitude, elevation,
topography, and proximity to large bodies of water and cold or
warm ocean currents.
Quarter 4:
Earth Science
Chapter 17: The
Atmosphere:
Structure and
Temperature
Chapter 18:
Moisture, Clouds,
and Precipitation
Chapter 20:
Weather Patterns
and Severe Storms
Standards
Energy in the Earth System
4.b. Students know the fate of incoming solar radiation in terms
of reflection, absorption, and photosynthesis.
6.a. Students know weather (in the short run) and climate (in
the long run) involve the transfer of energy into and out of the
atmosphere.
Structure and Composition of the Atmosphere
8.a. Students know the thermal structure and chemical
composition of the atmosphere.
8.c. Students know the location of the ozone layer in the upper
atmosphere, its role in absorbing ultraviolet radiation, and the
way in which this layer varies both naturally and in response to
human activities.
Energy in the Earth System
5.c. Students know the origin and effects of temperature
inversions.
Energy in the Earth System
5.a. Students know how differential heating of Earth results in
circulation patterns in the atmosphere and oceans that globally
distribute the heat.
Chapter 21: Climate Energy in the Earth System
4.c. Students know the different atmospheric gases that absorb
the Earth’s thermal radiation and the mechanism and
significance of the greenhouse effect.
5.e. Students know rain forests and deserts on Earth are
distributed in bands at specific latitudes.
6.a. Students know weather (in the short run) and climate (in
the long run) involve the transfer of energy into and out of the
atmosphere.
6.b. Students know the effects on climate of latitude, elevation,
topography, and proximity to large bodies of water and cold or
warm ocean currents.
6.c. Students know how Earth’s climate has changed over time,
corresponding to changes in Earth’s geography, atmospheric
composition, and other factors, such as solar radiation and
plate movement.
6.d. Students know how computer models are used to predict
the effects of the increase in greenhouse gases on climate for
the planet as a whole and for specific regions.
Summer:
Earth Science
Standards
Chapter 22: Origin
of Modern
Astronomy
Earth’s Place in the Universe
1.d. Students know the evidence indicating that the planets are
much closer to Earth than the stars are.
1.f. Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets and
their moons and in mass extinctions of life on Earth.
Investigation and Experimentation
1.n. Know that when an observation does not agree with an
accepted scientific theory, the observation is sometimes
mistaken or fraudulent (e.g., the Piltdown
Man fossil or unidentified flying objects) and that the theory is
sometimes wrong
(e.g., the Ptolemaic model of the movement of the Sun, Moon,
and planets).
Chapter 23: Touring Earth’s Place in the Universe
1.a. Students know how the differences and similarities among
Our Solar System
Chapter 24:
Studying the Sun
the sun, the terrestrial planets, and the gas planets may have
been established during the formation of the solar system.
1.b. Students know the evidence from Earth and moon rocks
indicates that the solar system was formed from a nebular
cloud of dust and gas approximately 4.6 billion years ago.
1.f. Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets and
their moons and in mass extinctions of life on Earth.
Energy in the Earth System
4.d. Students know the differing greenhouse conditions on
Earth, Mars, and Venus; the origins of those conditions; and
the climatic consequences of each.
Earth’s Place in the Universe
1.e. Students know the Sun is a typical star and is powered by
nuclear reactions, primarily the fusion of hydrogen to form
helium.
1.g. Students know the evidence for the existence of planets
orbiting other stars.
2.d. Students know that stars differ in their life cycles and that
visual, radio, and X-ray telescopes may be used to collect data
that reveal those differences.
Investigation and Experimentation
1.j. Recognize the issues of statistical variability and the need
for controlled tests.
Chapter25: Beyond
Our Solar System
Earth’s Place in the Universe
1.d. Students know the evidence indicating that the planets are
much closer to Earth than the stars are.
2.a. Students know the solar system is located in an outer edge
of the disc-shaped Milky Way galaxy, which spans 100,000
light years.
2.b. Students know galaxies are made of billions of stars and
comprise most of the visible mass of the universe.
2.c. Students know the evidence indicating that all elements
with an atomic number greater than that of lithium have been
formed by nuclear fusion in stars.
2.e. Students know accelerators boost subatomic particles to
energy levels that simulate conditions in the stars and in the
early history of the universe before stars formed.
2.f. Students know the evidence indicating that the color,
brightness, and evolution of a star are determined by a balance
between gravitational collapse and nuclear fusion.
2.g. Students know how the red-shift from distant galaxies and
the cosmic background
radiation provide evidence for the “big bang” model that
suggests that the universe has been expanding for 10 to 20
billion years.